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Publications (5 of 5) Show all publications
Mateos-Moreno, D. (2015). Latent dimensions of attitudes towards contemporary music: A structural model. Psychology of Music, 43(4), 545-562
Open this publication in new window or tab >>Latent dimensions of attitudes towards contemporary music: A structural model
2015 (English)In: Psychology of Music, ISSN 0305-7356, E-ISSN 1741-3087, Vol. 43, no 4, p. 545-562Article in journal (Refereed) Published
Abstract [en]

Contemporary music from the Western Classical tradition, a term usually reduced to simply "contemporary music," is widely considered as being quite under-represented on the current musical scene in comparison to the music from any other period. As a perspective from which to explore this aversion beyond the obvious likes and dislikes, our aim was to find non-observable variables or latent dimensions by means of psychological constructs modelling attitudes towards contemporary music in a relevant population, such as music teachers to-be, in order to inform thinking about how to effect a change in this aversion. In doing so, a quantitative psychometric instrument was developed, validated and applied to a sample of this population during their university training period. Retrieved data was analysed by exploratory and confirmatory factor analyses, leading to the proposal of a second-order, structural equations model comprising three constructs identified as "Perceived complexity & stridency", "Desire to discover" and "Aesthetic respect". Results could help in a) finding strategies to address aversion, both by the identification of its latent components and their interrelations; and b) proposing a model suitable to be compared to that of other population subgroups and to be connected to other variables for testing the effectiveness of future experimental actions in the teacher training context.

Place, publisher, year, edition, pages
Sage Publications, 2015
Keywords
attitudes, contemporary, dimensions, music, teachers
National Category
Educational Sciences Psychology Music
Research subject
Music Therapy
Identifiers
urn:nbn:se:kau:diva-45467 (URN)10.1177/0305735613513486 (DOI)000356015000006 ()2-s2.0-84930985221 (Scopus ID)
Available from: 2016-08-29 Created: 2016-08-29 Last updated: 2017-11-21Bibliographically approved
Mateos-Moreno, D. (2014). Contributions from Neuroscience and Philosophy for Music Education [Evidencias desde la neurociencia y la filosofía para la educación musical]. Música y educación: Revista trimestral de pedagogía musical, 27(98), 20-31
Open this publication in new window or tab >>Contributions from Neuroscience and Philosophy for Music Education [Evidencias desde la neurociencia y la filosofía para la educación musical]
2014 (Spanish)In: Música y educación: Revista trimestral de pedagogía musical, ISSN 0214-4786, Vol. 27, no 98, p. 20-31Article in journal (Refereed) Published
Abstract [en]

The place of music in the general education of individuals is addressed from a renovated paradigm.Through a rereading of certain ideas of Rousseau, Freud, Hegel, Malinowski and Leibniz, a thesis is grounded on what is permanent in human nature and what the aims should be foreducating that nature. Later, recent advances in neuroscience are discussed in relation tothe biological and functional nature of any individual facing music. Finally, a convergence of both paradigms is discussed within the Spanish education system, concludingthat the necessary presence of music as a key pillar in education is supportedby two mainstays: for the intrinsic value of music towards the developmentof human potentiality (music “for the sake of music”); and for theextrinsic values of music given its cross-disciplinary effectson different human potentialities.

Place, publisher, year, edition, pages
Madrid (Spanien): Musicalis, SA, 2014
Keywords
Philosophy, Neuroscience, Individual, nature, educational aims, music education
National Category
Didactics Music Musicology Educational Sciences Pedagogy
Research subject
Education; Educational Work
Identifiers
urn:nbn:se:kau:diva-64390 (URN)
Projects
HAR2012-33179
Available from: 2017-09-30 Created: 2017-09-30 Last updated: 2018-03-26Bibliographically approved
Mateos-Moreno, D. & Atencia-Doña, L. (2013). Effect of a combined dance/movement and music therapy on young adults diagnosed with severe autism. The arts in psychotherapy, 40(5), 465-472
Open this publication in new window or tab >>Effect of a combined dance/movement and music therapy on young adults diagnosed with severe autism
2013 (English)In: The arts in psychotherapy, ISSN 0197-4556, E-ISSN 1873-5878, Vol. 40, no 5, p. 465-472Article in journal (Refereed) Published
Abstract [en]

Current literature is scarce on the potential effects of combined dance/movement and music therapy on adults diagnosed with severe autism, particularly in distinguishing these effects on different areas of psychopathological disorders. We set two goals: first, to assess the effectiveness based on the score the participants obtained from the Revised Clinical Scale for the Evaluation of Autistic Behavior (ECA-R) after a series of dance/movement and music therapeutic procedures on adults with severe autism; second, to contrast the differences in effectiveness in concrete areas defined by subscales of the ECA-R, especially in its defined 2 factors and 12 functions. An overall of 36 one-hour sessions were carried out during 17 weeks on a sample of 8 participants with severe autism (approximately 2 sessions per week). During the treatment 8 measurements were taken (1 every 3 weeks) from this sample and from a control sample, which was also comprised of 8 subjects who were equally monitored at the same care center by two independent psychologists. Our experimental study seems to suggest that combined dance/movement and music therapy could be effective if used regularly for the improvement of autistic symptoms in adults diagnosed with severe autism. © 2013 Elsevier Ltd.

Place, publisher, year, edition, pages
Elsevier, 2013
Keywords
Dance, Music Therapy, Autism, Functions Disorders, Behavior
National Category
Music Psychiatry Social Sciences Psychology
Research subject
Music Therapy
Identifiers
urn:nbn:se:kau:diva-45468 (URN)10.1016/j.aip.2013.09.004 (DOI)000328314900003 ()2-s2.0-84887008054 (Scopus ID)
External cooperation:
Available from: 2016-08-29 Created: 2016-08-29 Last updated: 2017-11-21Bibliographically approved
Mateos-Moreno, D. & Alcaraz-Iborra, M. (2013). Grounded Theory as a methodology to design teaching strategies for historically informed musical performance. Music Education Research, 15(2), 231-248
Open this publication in new window or tab >>Grounded Theory as a methodology to design teaching strategies for historically informed musical performance
2013 (English)In: Music Education Research, ISSN 1461-3808, E-ISSN 1469-9893, Vol. 15, no 2, p. 231-248Article in journal (Refereed) Published
Abstract [en]

Our work highlights the necessity of revising the materials employed in instrumental education, which are systematically based on a progressive development of technical abilities and, though only transversely, without a structured sequence of contents, on issues referring to the interpretation of different periods and styles. In order to elaborate teaching resources systematising the stylistic contents in instrumental education, we propose and justify the use of a research methodology from the social sciences: Grounded Theory. In conjunction, we present a guided demonstration on how to put into practice this methodological system to analyse musical performance based on the concept of Historical Performance of Music and we create related pedagogical resources. © 2013 Copyright Taylor and Francis Group, LLC.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2013
Keywords
historical; performance; grounded theory; education; resources
National Category
Educational Sciences Music
Identifiers
urn:nbn:se:kau:diva-45469 (URN)10.1080/14613808.2013.788139 (DOI)000320083200007 ()2-s2.0-84879430342 (Scopus ID)
Available from: 2016-08-29 Created: 2016-08-29 Last updated: 2017-11-21Bibliographically approved
Mateos-Moreno, D. (2011). Is it possible to teach music composition today?: A search for the challenges of teaching music composition to student composers in a tertiary context. Music Education Research, 13(4), 407-429
Open this publication in new window or tab >>Is it possible to teach music composition today?: A search for the challenges of teaching music composition to student composers in a tertiary context
2011 (English)In: Music Education Research, ISSN 1461-3808, E-ISSN 1469-9893, Vol. 13, no 4, p. 407-429Article in journal (Refereed) Published
Abstract [en]

Our aim is to identify the challenges of teaching music composition to today’s students of composition at a tertiary or professional level. We undertake this by two different approaches: on one level, by establishing a context through reviewing literature on the teaching practices of three renowned teachers from the twentieth century; on a second level, by considering current practice in the UK through a qualitative case study of six distinguished composers involved in the professional and academic world: George Benjamin, Robert Saxton, Michael Finnissy, Judith Weir, Michael Zev Gordon and Nicola LeFanu. Together these two complementary approaches will provide our first look at an insufficiently researched area. Â

Place, publisher, year, edition, pages
Taylor & Francis Group, 2011
Keywords
composition; education; contemporary; music
National Category
Music Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-45470 (URN)10.1080/14613808.2011.632082 (DOI)000299623500004 ()2-s2.0-84857512923 (Scopus ID)
Available from: 2016-08-29 Created: 2016-08-29 Last updated: 2017-11-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5733-7198

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